Promoting Inclusive Practices In Early Childhood Teacher Education: Global Perspectives And Recommendations

Abstract

The study investigated promoting inclusive practices in early childhood teacher education, the ways these practices prepared teachers to address the diverse learning needs of children, the challenges that hindered their integration, and the measures recommended for effective implementation. Four research questions guided the study. A descriptive survey research design was adopted. The study was conducted across selected early childhood teacher education centers in South-East Nigeria, including Olystar Classes, Nnewi North, Anambra State, and the Enugu State Agency for Mass Literacy, Ogui New Layout, Enugu State. The population comprised 200 early childhood teachers, and due to its manageable size, no sampling technique was employed, as the entire population was involved. Data were collected using the Promoting Inclusive Practices in Early Childhood Teacher Education Questionnaire (PIPETEQ), which was validated by three experts, two from the Department of Early Childhood and Primary Education, Faculty of Education, University of Nigeria, Nsukka, and one from the Research, Measurement and Evaluation Unit, Department of Science Education, Faculty of Education, Enugu State University of Science and Technology, Enugu. The reliability of the instrument was established through a pilot study, yielding a Cronbach’s alpha of 0.82, indicating high reliability. Data collection was conducted through direct administration of the questionnaire, and analysis was performed using descriptive statistics, including mean, standard deviation, rank, and mean set, with a decision rule of 3.50 and above indicating agreement. The findings revealed that strategies such as integration of inclusive pedagogy, professional development, and collaborative teaching were crucial for promoting inclusive practices. Challenges identified included limited resources, insufficient training, and resistance to change. Based on the findings, it was recommended that continuous professional development and adequate policy support should be implemented to enhance inclusive practices. The study contributed to knowledge by providing empirical evidence on promoting inclusive practices in early childhood teacher education within a developing country context.